is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Wechsler Intelligence and Memory ScalesNanza Gonda
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
The document discusses the development and administration of the Standard Progressive Matrices (SPM) test, a non-verbal intelligence test originally developed by John C. Raven. It provides details on the theoretical frameworks of general intelligence, fluid intelligence, and Gestalt learning theory that informed the test's construction. Administration procedures and the test's item composition involving pattern analysis, visuo-spatial functions, clear thinking, eductive ability, and reproductive ability are also described.
This document summarizes key points about the relationship between culture and intelligence from various theories and studies. It discusses how culture shapes how intelligence is conceptualized and assessed. While some view intelligence as universal, others see it as culturally dependent. Theories propose both general and specific factors of intelligence. Implicit and explicit theories of intelligence differ across cultures in their views of intelligence. Studies show the influence of culture on test performance and development of skills. Creating culture-fair tests is challenging and culture-relevant tests may be more realistic. Research in Iran found relationships between emotional intelligence, learning styles, and performance on different test formats.
The document discusses the history and theories of intelligence testing. It notes that early intelligence tests aimed to identify students likely to succeed or struggle in school. It also explores various definitions of intelligence, such as ability, aptitude and achievement. The document outlines several theories of intelligence, including those proposed by Spearman, Cattell, Guilford, Gardner and Sternberg. It discusses the concept of IQ and correlates of IQ like school and job success. It also examines the heritability and stability of IQ scores.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
Wechsler Intelligence and Memory ScalesNanza Gonda
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
The document discusses the development and administration of the Standard Progressive Matrices (SPM) test, a non-verbal intelligence test originally developed by John C. Raven. It provides details on the theoretical frameworks of general intelligence, fluid intelligence, and Gestalt learning theory that informed the test's construction. Administration procedures and the test's item composition involving pattern analysis, visuo-spatial functions, clear thinking, eductive ability, and reproductive ability are also described.
This document summarizes key points about the relationship between culture and intelligence from various theories and studies. It discusses how culture shapes how intelligence is conceptualized and assessed. While some view intelligence as universal, others see it as culturally dependent. Theories propose both general and specific factors of intelligence. Implicit and explicit theories of intelligence differ across cultures in their views of intelligence. Studies show the influence of culture on test performance and development of skills. Creating culture-fair tests is challenging and culture-relevant tests may be more realistic. Research in Iran found relationships between emotional intelligence, learning styles, and performance on different test formats.
The document discusses the history and theories of intelligence testing. It notes that early intelligence tests aimed to identify students likely to succeed or struggle in school. It also explores various definitions of intelligence, such as ability, aptitude and achievement. The document outlines several theories of intelligence, including those proposed by Spearman, Cattell, Guilford, Gardner and Sternberg. It discusses the concept of IQ and correlates of IQ like school and job success. It also examines the heritability and stability of IQ scores.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
This document defines intelligence and discusses several theories of intelligence. It describes how Alfred Binet developed the first intelligence test in 1905 to distinguish between bright and dull students. The Binet test introduced the concepts of mental age and intelligence quotient (IQ). The document also discusses how David Wechsler developed intelligence tests specifically for adults and children, including the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC).
IQ is a measurement of intelligence expressed as a number. It is calculated by taking an intelligence test and comparing the score to average scores among peers. Common tests used in India include the Stanford-Binet test, which measures general mental ability. IQ tests are used for educational and vocational guidance, classroom teaching, clinical assessment, and research. However, IQ is not a complete measure of a person's abilities and should be interpreted cautiously, as verbal IQ tests may not capture all types of intelligence and one test score does not define a person.
This document provides an overview of intelligence testing and neuropsychological assessment. It discusses the history and models of intelligence testing, including approaches by Spearman, Thurstone, Vernon, Guilford, Cattell, Piaget and Gardner. It also describes prominent intelligence tests like the Stanford-Binet and Wechsler scales. Additionally, it covers neuropsychological assessment methods like fixed batteries and flexible approaches. The role of helpers in assessment and issues around the appropriate use and interpretation of testing are also summarized.
Intelligent assessment original. By Sr.Deena GeorgeDeenaGeorge2
The document defines intelligence and intelligence tests. It discusses that intelligence tests measure mental functions like reasoning, comprehension, and judgment. There are two main types of intelligence tests - individual tests that are administered one-on-one and group tests that are administered to multiple individuals at once. Common individual tests include verbal, non-verbal, and performance tests, while group tests can be verbal or non-verbal. Famous intelligence tests discussed include the Wechsler scales, Stanford-Binet, Raven's Progressive Matrices, and others. The document also compares the advantages and disadvantages of individual and group testing.
The document discusses various topics related to intelligence, including definitions of intelligence, theories of intelligence, and factors that influence intelligence. It addresses the work of intelligence researchers like Spearman, Gardner, and Sternberg in proposing models of intelligence involving general and multiple intelligences. The document also examines genetic and environmental influences on intelligence based on twin and adoption studies. It discusses intelligence testing and assessments, noting the contributions of Binet, Terman, and Wechsler. Group differences in intelligence test scores are addressed, considering the roles of environment and genetics.
Alfred Binet, a French psychologist, invented the first practical IQ test called the Binet-Simon test in 1904 at the request of the French government. This test was later adapted by Lewis Terman at Stanford University and became known as the Stanford-Binet Intelligence Scale, which was widely used in the US. While IQ tests aimed to measure intelligence, Binet believed intelligence was influenced by many factors and could change over time. Modern IQ tests focus on abilities like reasoning, memory, and problem-solving skills. The average IQ score is defined as 100, with most people scoring between 85-115.
This document discusses different theories and definitions of intelligence. It describes intelligence as the ability to solve problems and adapt to life's experiences. It discusses IQ tests developed by Wechsler and the evolution of measuring intelligence from Galton to Binet. It also summarizes Howard Gardner's theory of multiple intelligences and Robert Sternberg's triarchic theory of intelligence involving analytical, creative, and practical types. Finally, it outlines some uses of aptitude and intelligence tests in schools such as helping teachers tailor instruction and identifying students for gifted programs or those underachieving.
Based on these research findings, both heredity and environment play a role in intelligence, but heredity seems to have a slightly stronger influence. Identical twins raised together or apart show high correlations, suggesting a strong genetic component. However, environment also influences intelligence as unrelated children raised together are more similar than those raised apart, and correlations decrease for siblings and parents/adopted children who do not share genes. Overall, an interactionist perspective seems most accurate - both nature and nurture impact intelligence.
This document discusses the nature and theories of intelligence. It defines intelligence as one's ability to comprehend their environment and think rationally. Theories discussed include identifying different types of intelligence like verbal, mathematical, spatial abilities. Intelligence is thought to be a combination of inherited ability (nature) and environmental influences (nurture). Intelligence tests aim to measure intelligence through standardized tests, but they may reflect cultural biases and only demonstrate performance, not true competence. Intelligence tests are commonly used in educational and employment screening.
This document discusses different perspectives on intelligence. It explores the idea that intelligence may consist of multiple abilities rather than a single general ability. Theories from Spearman, Thurstone, Gardner and Sternberg are summarized that propose intelligence involves factors like verbal, spatial, and logical reasoning abilities. The document also examines the origins of intelligence testing and how both genetics and environment influence intelligence. It notes there are differences in certain abilities between males and females.
This document discusses what intelligence is and how it is measured. It defines intelligence as the ability to learn from experience, solve problems, and adapt to new situations. Psychologists measure intelligence using tests that assess general intelligence as well as specific abilities. Intelligence involves both fluid abilities that peak in youth and crystallized abilities that increase with age and experience. While intelligence was once thought to be a single entity, some researchers propose there are multiple types of intelligence. The document also examines how intelligence is assessed using standardized tests, the concept of the IQ score, reliability and validity of testing, factors that influence intelligence such as genetics and environment, and the ongoing debate around nature versus nurture.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
1. The document discusses various theories and definitions of intelligence proposed by researchers like Binet, Terman, Spearman, Gardner and theories like the two-factor theory.
2. It also summarizes intelligence tests developed in India like the Binet Kamath Scale, Malin's Intelligence Scale for Children, and tests assessing different abilities like Raven's Progressive Matrices and Vineland Social Maturity Scale.
3. The document concludes that IQ tests should be used as screening measures by trained psychologists and further evaluation may be needed to understand causes of low scores like specific learning disabilities.
This document discusses theories and research on the nature and measurement of intelligence. It begins by asking the reader to consider their own definition of intelligence and noting there is no single agreed upon definition. It then reviews several theories of intelligence, including psychometric theories that view intelligence as a single general factor (g) or combination of general and specific factors, Gardner's theory of multiple intelligences, and Cattell's fluid and crystallized intelligence. The document also examines methods of measuring intelligence, including early IQ tests and more modern tests like the Stanford-Binet and WAIS/WISC. Finally, it reviews research on factors that can influence measured intelligence such as genetics, environment, poverty, gender, race/ethnicity and
Intelligence can be summarized in 3 sentences:
Intelligence refers to an individual's ability to adapt, learn, reason, and understand their environment. There are many theories about the nature of intelligence, including that it consists of general cognitive abilities as well as more specific abilities like linguistic, spatial, and interpersonal skills. Intelligence is measured through standardized tests that assess abilities related to problem-solving, learning, and adapting to new situations.
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Intelligence tests are designed to measure mental functions like reasoning, comprehension, and judgment. They are administered by trained professionals to obtain an idea of a person's intellectual potential. While intelligence tests provide standardized comparisons, they also face criticisms like oversimplifying intelligence into a single score and potential cultural biases. Commonly used intelligence tests include the Stanford-Binet, Wechsler Adult Intelligence Scale, and Wechsler Intelligence Scale for Children. The intelligence quotient (IQ) provides a ratio measure, while deviation IQ compares an individual's performance to their age peers.
Standardized tests are assessments that are administered and scored in a consistent, predetermined manner. They ensure that all test-takers receive the same questions, information, time allotment, and scoring procedures. In practice, standardized tests often use multiple choice and short answer questions due to constraints of large-scale administration and scoring. While expedient, this limits the depth of understanding tests can measure. Standardized tests should not be the sole measure of a student's knowledge and performance.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Kirsty Kitto, Simon Buckingham Shum, and Andrew Gibson. (2018). Embracing Imperfection in Learning Analytics. In Proceedings of LAK18: International Conference on Learning Analytics and Knowledge, March 5–9, 2018, Sydney, NSW, Australia, pp.451-460. (ACM, New York, NY, USA). https://doi.org/10.1145/3170358.3170413
Open Access: http://simon.buckinghamshum.net/2018/01/embracing-imperfection-in-learning-analytics
Abstract: Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons.
This document defines intelligence and discusses several theories of intelligence. It describes how Alfred Binet developed the first intelligence test in 1905 to distinguish between bright and dull students. The Binet test introduced the concepts of mental age and intelligence quotient (IQ). The document also discusses how David Wechsler developed intelligence tests specifically for adults and children, including the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC).
IQ is a measurement of intelligence expressed as a number. It is calculated by taking an intelligence test and comparing the score to average scores among peers. Common tests used in India include the Stanford-Binet test, which measures general mental ability. IQ tests are used for educational and vocational guidance, classroom teaching, clinical assessment, and research. However, IQ is not a complete measure of a person's abilities and should be interpreted cautiously, as verbal IQ tests may not capture all types of intelligence and one test score does not define a person.
This document provides an overview of intelligence testing and neuropsychological assessment. It discusses the history and models of intelligence testing, including approaches by Spearman, Thurstone, Vernon, Guilford, Cattell, Piaget and Gardner. It also describes prominent intelligence tests like the Stanford-Binet and Wechsler scales. Additionally, it covers neuropsychological assessment methods like fixed batteries and flexible approaches. The role of helpers in assessment and issues around the appropriate use and interpretation of testing are also summarized.
Intelligent assessment original. By Sr.Deena GeorgeDeenaGeorge2
The document defines intelligence and intelligence tests. It discusses that intelligence tests measure mental functions like reasoning, comprehension, and judgment. There are two main types of intelligence tests - individual tests that are administered one-on-one and group tests that are administered to multiple individuals at once. Common individual tests include verbal, non-verbal, and performance tests, while group tests can be verbal or non-verbal. Famous intelligence tests discussed include the Wechsler scales, Stanford-Binet, Raven's Progressive Matrices, and others. The document also compares the advantages and disadvantages of individual and group testing.
The document discusses various topics related to intelligence, including definitions of intelligence, theories of intelligence, and factors that influence intelligence. It addresses the work of intelligence researchers like Spearman, Gardner, and Sternberg in proposing models of intelligence involving general and multiple intelligences. The document also examines genetic and environmental influences on intelligence based on twin and adoption studies. It discusses intelligence testing and assessments, noting the contributions of Binet, Terman, and Wechsler. Group differences in intelligence test scores are addressed, considering the roles of environment and genetics.
Alfred Binet, a French psychologist, invented the first practical IQ test called the Binet-Simon test in 1904 at the request of the French government. This test was later adapted by Lewis Terman at Stanford University and became known as the Stanford-Binet Intelligence Scale, which was widely used in the US. While IQ tests aimed to measure intelligence, Binet believed intelligence was influenced by many factors and could change over time. Modern IQ tests focus on abilities like reasoning, memory, and problem-solving skills. The average IQ score is defined as 100, with most people scoring between 85-115.
This document discusses different theories and definitions of intelligence. It describes intelligence as the ability to solve problems and adapt to life's experiences. It discusses IQ tests developed by Wechsler and the evolution of measuring intelligence from Galton to Binet. It also summarizes Howard Gardner's theory of multiple intelligences and Robert Sternberg's triarchic theory of intelligence involving analytical, creative, and practical types. Finally, it outlines some uses of aptitude and intelligence tests in schools such as helping teachers tailor instruction and identifying students for gifted programs or those underachieving.
Based on these research findings, both heredity and environment play a role in intelligence, but heredity seems to have a slightly stronger influence. Identical twins raised together or apart show high correlations, suggesting a strong genetic component. However, environment also influences intelligence as unrelated children raised together are more similar than those raised apart, and correlations decrease for siblings and parents/adopted children who do not share genes. Overall, an interactionist perspective seems most accurate - both nature and nurture impact intelligence.
This document discusses the nature and theories of intelligence. It defines intelligence as one's ability to comprehend their environment and think rationally. Theories discussed include identifying different types of intelligence like verbal, mathematical, spatial abilities. Intelligence is thought to be a combination of inherited ability (nature) and environmental influences (nurture). Intelligence tests aim to measure intelligence through standardized tests, but they may reflect cultural biases and only demonstrate performance, not true competence. Intelligence tests are commonly used in educational and employment screening.
This document discusses different perspectives on intelligence. It explores the idea that intelligence may consist of multiple abilities rather than a single general ability. Theories from Spearman, Thurstone, Gardner and Sternberg are summarized that propose intelligence involves factors like verbal, spatial, and logical reasoning abilities. The document also examines the origins of intelligence testing and how both genetics and environment influence intelligence. It notes there are differences in certain abilities between males and females.
This document discusses what intelligence is and how it is measured. It defines intelligence as the ability to learn from experience, solve problems, and adapt to new situations. Psychologists measure intelligence using tests that assess general intelligence as well as specific abilities. Intelligence involves both fluid abilities that peak in youth and crystallized abilities that increase with age and experience. While intelligence was once thought to be a single entity, some researchers propose there are multiple types of intelligence. The document also examines how intelligence is assessed using standardized tests, the concept of the IQ score, reliability and validity of testing, factors that influence intelligence such as genetics and environment, and the ongoing debate around nature versus nurture.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
1. The document discusses various theories and definitions of intelligence proposed by researchers like Binet, Terman, Spearman, Gardner and theories like the two-factor theory.
2. It also summarizes intelligence tests developed in India like the Binet Kamath Scale, Malin's Intelligence Scale for Children, and tests assessing different abilities like Raven's Progressive Matrices and Vineland Social Maturity Scale.
3. The document concludes that IQ tests should be used as screening measures by trained psychologists and further evaluation may be needed to understand causes of low scores like specific learning disabilities.
This document discusses theories and research on the nature and measurement of intelligence. It begins by asking the reader to consider their own definition of intelligence and noting there is no single agreed upon definition. It then reviews several theories of intelligence, including psychometric theories that view intelligence as a single general factor (g) or combination of general and specific factors, Gardner's theory of multiple intelligences, and Cattell's fluid and crystallized intelligence. The document also examines methods of measuring intelligence, including early IQ tests and more modern tests like the Stanford-Binet and WAIS/WISC. Finally, it reviews research on factors that can influence measured intelligence such as genetics, environment, poverty, gender, race/ethnicity and
Intelligence can be summarized in 3 sentences:
Intelligence refers to an individual's ability to adapt, learn, reason, and understand their environment. There are many theories about the nature of intelligence, including that it consists of general cognitive abilities as well as more specific abilities like linguistic, spatial, and interpersonal skills. Intelligence is measured through standardized tests that assess abilities related to problem-solving, learning, and adapting to new situations.
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Intelligence tests are designed to measure mental functions like reasoning, comprehension, and judgment. They are administered by trained professionals to obtain an idea of a person's intellectual potential. While intelligence tests provide standardized comparisons, they also face criticisms like oversimplifying intelligence into a single score and potential cultural biases. Commonly used intelligence tests include the Stanford-Binet, Wechsler Adult Intelligence Scale, and Wechsler Intelligence Scale for Children. The intelligence quotient (IQ) provides a ratio measure, while deviation IQ compares an individual's performance to their age peers.
Standardized tests are assessments that are administered and scored in a consistent, predetermined manner. They ensure that all test-takers receive the same questions, information, time allotment, and scoring procedures. In practice, standardized tests often use multiple choice and short answer questions due to constraints of large-scale administration and scoring. While expedient, this limits the depth of understanding tests can measure. Standardized tests should not be the sole measure of a student's knowledge and performance.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Kirsty Kitto, Simon Buckingham Shum, and Andrew Gibson. (2018). Embracing Imperfection in Learning Analytics. In Proceedings of LAK18: International Conference on Learning Analytics and Knowledge, March 5–9, 2018, Sydney, NSW, Australia, pp.451-460. (ACM, New York, NY, USA). https://doi.org/10.1145/3170358.3170413
Open Access: http://simon.buckinghamshum.net/2018/01/embracing-imperfection-in-learning-analytics
Abstract: Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons.
This document discusses a study on developing scientific attitude, critical thinking, and creative intelligence in higher secondary school biology students using synectics techniques.
The study involved randomly assigning 30 students to experimental and control groups. Both groups were taught the same biology content, but the experimental group also received instruction using synectics techniques. Pre-tests and post-tests were administered to measure the effects.
Analysis found no significant differences between the groups on pre-tests, indicating they were equivalent. Post-test results revealed that using synectics techniques significantly increased the experimental group's scientific attitude, critical thinking, and creative intelligence compared to the control group taught with only routine methods. The study suggests synectics techniques can effectively supplement
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
Multiple intelligences: Understanding Your StudentsCaleb Warren
This presentation defines and outlines differentiation while addressing criticisms and classroom strategies within the context of research and a biblical worldview.
A Study of Personality and Emotional Intelligence of Hindi and English Medium...ijtsrd
Present study reports the impact of personality traits and emotional intelligence on Hindi and English medium students. The study was conducted on 110 higher secondary school students located in Indore city in Madhya Pradesh.In present system of education in India as well in globe, is putting the future of pupils in a raise where everyone would be searching for a path of success with low efforts. But then we would be in the struggle of dissemination of sweetness and light to develop his personality with an apt balance of emotional intelligence and competence. The students play no active role in the attainment of knowledge. His entire education is becoming passive and mechanical. Things are loaded on his mind which he cannot digest without strong emotional intelligence, he only crams and therefore they never become his own, which at the end puts him in the struggle for his academic achievement.To bring the pupils in the certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Dr. Inderjeet Singh Bhatia "A Study of Personality and Emotional Intelligence of Hindi and English Medium Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43616.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/43616/a-study-of-personality-and-emotional-intelligence-of-hindi-and-english-medium-students/dr-inderjeet-singh-bhatia
This document discusses student diversity and intelligence. It covers several key points:
1) Student diversity refers to the many factors that make students different, such as race, gender, socioeconomic status, ability, age, and religious beliefs. Each student brings unique experiences and strengths to the classroom.
2) There are various theories and models of intelligence discussed, including Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and emotional intelligence. Intelligence tests like the Binet test and Wechsler scales are also summarized.
3) The document discusses controversies around intelligence testing, such as the role of nature vs nurture, ethnic comparisons, and whether tests are culturally biased.
Analysis Of Students Critical Thinking Skill Of Middle School Through STEM E...Amy Cernava
The document describes a study that analyzed Japanese middle school students' critical thinking skills through a STEM education project-based learning program about wastewater treatment. The study involved 160 students divided into groups who completed worksheets and designed tools to clean wastewater over six lessons integrating science, technology, engineering and math concepts. Lessons progressed from introducing concepts to designing and optimizing solutions. Students' critical thinking was assessed using a rubric and most scored as "practicing thinkers", able to critique plans and construct realistic critiques. The goal was to improve students' awareness of clean water needs and critical thinking skills through STEM and project-based learning.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
The document discusses issues with cultural bias in IQ tests. It begins by using an analogy of giving different animals the same test of climbing a tree, which would clearly favor some over others. It then provides background on the origins of IQ tests in 1904 when Alfred Binet created the first intelligence test to help identify students struggling in France. The test was later expanded by Lewis Terman into the Stanford-Binet intelligence test used in the US. However, the document notes that IQ tests may be culturally biased as they often reflect the cultural experiences of their creators rather than being a fair assessment of intelligence across different cultures.
This document discusses encouraging creativity in students and proposes a community project called the Youth Art Expressions Project (YAEP). YAEP exhibits student artwork in a mall to encourage creative solutions to community problems related to substance abuse and violence. The goals are to engage youth in civic dialogue and action through artistic visualizations of solutions, and link schools, universities, and community groups to support youth development into creative, civic-minded citizens. The project uses the public space of the mall as a forum for social issues and community identity building.
Standardized testing for public school systems has been controversial. While IQ testing was originally intended to identify learning disabilities, it is now used to measure student intelligence and determine school funding. Critics argue that intelligence is too complex to quantify with numbers and that standardized tests do not consider important factors like culture or a student's environment. The document discusses the origins of IQ testing and debates around using testing to measure intelligence.
Creativity is a novel and personal experience. Creativity is universal. It is not confined to any individuals, groups of individuals, caste, colour or creed. It is not bounded by the barriers of age, location or culture. Everyone possesses and is capable of demonstrating creativity to some degree. Although many research findings and incidents favour the suggestion that creativity is god given and natural endowment, the influence of the sensory experiences, cultural background, education and training in the nurturing of creativity cannot be ruled out. Therefore one’s creativity maybe correctly said to be a function of natural endowment as well as its nurturing. . The individual receives impressions of the world only through the senses .It is evident therefore deviation from the normal vision has important significance. More impressions reach the brain for interpretation through the sense of sight than through all the other senses combined. Visual difficulties may influence individual in all spheres of life. It is a moral responsibility to see that a positive educational programme is devised under which facilities would be available for nurturing the creativity of the blind children. Proper care and provision of opportunities for creative expression inspire, stimulate and sharpen the the creative mind. It is in this sphere that parents, society and teachers make a significant contribution. They are required to help the children in nourishing and utilizing their creative abilities to the utmost. The educational process, therefore, should be aimed at developing creative abilities among children.
Intelligence Testing-Intelligence- Definition, Aspects,Ckassification of Inte...SANA FATIMA
INTELLIGENCE TESTING:
INTELLIGENCE
CLASSIFICATIONS OF INTELLIGENCE TESTS:
CULTURE FAIR OR CROSS-CULTURAL TEST OF INTELLIGENCE:
EXAMPLES OF CULTURE FAIR TESTS ARE:
a) The Goodenough Draw-a-Man Test
b) Raven’s Progressive Matrices Test
c) David- Eells Tests of General Intelligence
1. Best way:
2. Probabilities
3. Picture Analogy
4. Money
REFERENCES:
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Similar to International Journal of Humanities and Social Science Invention (IJHSSI) (20)
Difference Between Quantitative And Qualitative Research
International Journal of Humanities and Social Science Invention (IJHSSI)
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ǁ Volume 3 ǁ Issue 1 ǁ January 2014 ǁ PP.27-30
Intelligence Quotient as Predictor of Creativity among Some
Higher Secondary School Students
Dr.S.Chandrasekaran
M.Sc, M.Ed, M.Phil, Ph.D (USA), PGDExMM, MDH, MRHH, DCA,
Plot.No.93, S.S.Nagar, Koothur-Post, Trichy-Dist. 621216, Tamil Nadu-State, India.
AIM: This study investigated how Intelligence Quotient predicts general level of creativity and different
components of creativity; Personality, Fluency, Originality, Flexibility and Creativity motivation among some
higher secondary school students in Chennai and Tiruvallur district of Tamil Nadu state, India. A total of six
hundred students were randomly selected from 15 schools in each district, 20 students in each schools total 30
schools the state to participate in the study. Two instruments were used to collect data they are: Student’s
Intelligence Test (SIT), and Students Creative Assessment Scale (SCAS). Data was analyzed using multiple
regression analysis. Intelligence Quotient (I.Q) accounted for 9% 0f variance in creativity (R2=0.90) this
percentage is statistically significant. Also, I.Q should be considered in selecting students for tasks that involve
creativity.
KEY WORDS: Intelligence Quotient, Personality, Creativity, Fluency, Originality, Flexibility, Motivation
I.
INTRODUCTION
Creativity is a basic tool for progressive any society community. It is so important that any society that
wants to make headway in any area of development must not lose sight of it. The conditions of modern day
living; characterized by complexity and interdependence, technological and communication advances and rising
expectations call for increased levels of creativity(Mar,1981) Getzels in Dingledine (2003) stated that creative
thinking is the highest of mental functions and creative production, the peak of human achievement. At the very
root of human progress is creativity.
The country is best with tremendous problems. According to Nwazuoke (1989), millions of people live
in miserable conditions in life. The situation today is much more terrible when compared with the experience of
Nwazuoke in 1989. The society needs creative talents to promptly attend to the resurging problems which
emanate from miserable conditions of our time. The creative talents have the responsibility of transforming the
economy so that the populace would benefit from the products of their creative genius.
As the society becomes more complex, there is a general increase in the awareness of people that
yesterday methods do not effectively solve contemporary problems of the society (akinboye, 1985). This is
probably because innovations are needed in nearly all the facts of the society. It would appear therefore that
creativity, imitativeness and originality are typical attributes needed to solve the variegated problems of the
society. Similarly, the brain is believed to have a significant role in the creative ability of individuals. According
to craft (2000), each of the two hemispheres of the brain appears to have its own area of specialization, and
process information in its own way; and, of course; in the brain, the hemispheres communicate with each other
through the corpus callosum; the mass nerve fiber which bridges the hemisphere. For the great majority of the
population, it is left hemisphere that controls logical, linear thinking. This is the side that can compute
mathematics, remember names, learn to read, memorize. By contrast, the other hemisphere is the part of the
brain where metaphors are understood, where emotions are felt and where dreams, imageries and fantasy occur.
The left hemisphere of the brain is dominant for the following tasks: analytical, mathematical, verbal, linear, and
literal. The left hemisphere may; then, be particularly good at convergent thinking. By contrast, the right brain
appears to be dominant for the following activities; metaphoric, imaginative, non-verbal, holistic (non-linear),
spatial, musical, artistic, emotional, sexual, spiritual, and dreams. The right hemisphere may be particularly
good at supporting ‘divergent’ thinking and creativity more widely. In general, the hemispheres work together in
harmony; although often the right hemisphere is underutilized. And really it is this point of the hemisphere that
important for teachers is how to find ways of fostering-creativity that feeds the right brain as well as the left, for
all children.
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2. Intelligence Quotient as Predictor of Creativity among…
In a study conducted by fuchs, Karen and others (1993) on the creativity and intelligence in preschools
in which 496children seeking admission to a special program for gifted preschools took part; it was found that
creativity (as measured by the thinking creativity in action and movement scale) was significantly related to
intelligence (as measured by standard I.Q tests) when IQs were less than 120 but was not related at higher IQ
levels. Buller dieck (1985). Traced the history of defining giftedness and asserted that, despite the controversy,
general intelligence, as measured on a standardized intelligence test, still provides the best single, reliable
predictor of academic aptitude, task commitment, and creativity.
This study was therefore designed to investigate the influence of intelligent quotient on both general
level of creativity and the different components of creativity; personality, fluency, originality, flexibility, and
creative motivation among higher secondary school students. Specifically, the study sought to investigate the
following hypotheses; intelligence quotient will not significantly predict the general level of creativity among
students.
Intelligence quotient will not significantly predict each of the components of creativity namely
personality, fluency, originality, flexibility and creative motivation among the students.
II.
METHODOLOGY
Research Design
This study adopted ex-post facto research design, the researcher does not control the independent
variables either become they have already occurred or they are not manipulable.
Sampling Procedure and Sample
The target population for this study is all the Higher Secondary School +1(HSS+1) students in Chennai
and Tiruvallur district of Tamil Nadu state in India. Fifteen higher secondary schools were randomly selected
from each district of Chennai and Tirvallur. Twenty (20) students HSS+1students were randomly selected from
schools. A total of six hundred students were eventually selected to participate in the study.
Instrumentation
The following instruments were constructed by investigator and used to collect necessary data for this study.
They are
1) Student’s Intelligence Test (SIT)
2) Student’s Creative Assessment Scale (SCAS)
Student’s Intelligence Test (SIT): Student’s Intelligence Test (SIT) was constructed and Validated by
researcher (2010). It was designed and organized as a test of general intelligence. SIT is a multiple test prepared
and adapted by investigator for this study. For example, certain words and items were used the investigator the
content validity of the test (2010).The test is being used in this study to assess the intelligence quotient of the
sample. The 1960 revision of the Standford Binet (BS) intelligence test was used by investigator as the criterion
in building his test and in establishing it validity. The validity and utility of the SIT thus appeared to be well
established. Statistical comparisons of the Students (SIT) with other standardized test show the following
correlation coefficients;
Students (SIT) with Stanford – Binet = 0.95
Students (SIT) with Wechsler (WISC) = 0.95
Students (SIT) with other achievement and IQ Test = 0.82
A high reliability coefficient of 0.96 (test retest interval within a period of two months) was obtained.
SIT is an individual intelligence test like Wechsler intelligence test.
SIT is preferred to other IQ tests for this study because
1.
It provide uniform conditions for norm
2.
Its scoring is more objective
3.
Its preferred for literate groups e.g. Higher Secondary students
4.
It is not cumbersome to administer
5.
Its language is very precise, clear and simple
Student’s Creative Assessment Scale (SCAS)
The SCAS was developed and validated by investigator in 2010. It is a battery of tests tapping certain
creative pattern of behavior. The test has two brood divisions A-D and E-K. Section A-D has some items inform
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3. Intelligence Quotient as Predictor of Creativity among…
of statement to which the subject is expected to indicate on a ten-point scale the extent to which he/she agrees
with each statement. While sections E-K are questions demanding answers from the subject to show his/her
creative behavior through his/her responses. The section A-D comprises for sub-scales namely:
A- Ideative Personality
B -Ideative fluency
C – Ideative originality
D – Ideative flexibility
E – Ideative motivation
Investigator (2010) used a sample of two hundred (200) subjects for each of the sub-scales as the
psychometric properties of test construction. Thus, a subject with high scores in each of the subsections A, B, C,
D and E indicate high creative ability.
Table1. Regression Summary table showing the effect of I.Q on creativity
Sum of squares
Df
Mean sore
F
Significance
Regression
3582.225
1
3582.225
39.905
0.000*
Residual
41103.991
458
89.745
Total
44686.216
458
NB* = significant at) 0.05 level
Multiple R=0.284
Multiple R2 =0.081
Adjusted R2=0.079
Standard Error of the Estimate = 9.479
Table2. Regression summary table showing relative effective factor (I.Q) on each of the creativity
components
Creativity
R
Multiple R Adjusted
Standard
F
Sig
Remark
components
square
R square
error of the
estimate
Personality
0.289
0.089
0.089
2.9742
21.931
0.00
*
Fluency
0.272
0.074
0.074
2.3163
18.491
0.00
*
Originality
0.285
0.083
0.081
2.7496
20.430
0.00
*
Flexibility
0.227
0.053
0.051
2.4378
12.583
0.00
*
Creative
0.284
0.082
0.090
2.5068
20.219
0.00
*
motivation
*Significant at 0.05 level of confidence
Furthermore, a score of seventy (70) 0n any scale indicates a minimum acceptable creativity in an
individual. Investigator (2010) reported a construct validity of co-efficient alpha α of 0.76 for ideative
personality; α of 0.93 fluency; α of 0.73 for ideative originality; α of 0.65 for ideative flexibility; α of 0.78 for
ideative motivation, Test – retest reliabilities for each section after a period of four weeks fielded as follows:
Personality scale
Fluency scale
Originality scale
Flexibility scale
Motivation scale
A= r = 0.99
A= r = 0.78
B=
r = 0.77
C = r = 0.71
D = r = 0.86
Moreover, face validity was ensured for each scale through item selection process. While the
convergent construct validity within the scales were as follows:
Ideative personality
r = 0.91
Ideative flexibility with originality
r = 0.74
Originality with fluency
r = 0.88
Originality with creativity motivation
r = 0.74
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4. Intelligence Quotient as Predictor of Creativity among…
Data Analysis
The data collected from the field were analyzed using inferential statistics of multiple regressions.
III.
RESULTS
Hypothesis 1
It states that the Intelligence Quotient (IQ) will not significantly predict creativity of subjects.
In Table1, I.Q significantly predicts creativity among the subjects. The total variance accounted for the
cognitive factor (I.Q) is 9% (i.e. multiple R2=0.090). This implies that Intelligence Quotient is important when
considering the factors that influence creativity of Higher Secondary School Students in Tiruvallur and Chennai
district of Tamil Nadu, India.
Hpothesis2
It states that the Intelligence Quotient (IQ) will not significantly predict each of the components of
creativity of the subjects. In Table 2, the multiple R2 columns shows the total variance accounted for by each of
the creativity components in the total performance of students in creativity. The highest contributory component
to creativity is personality (Multiple R2 is 0.089) and originality (Multiple R2 is 0.084). This is closely followed
by creative motivation (Multiple R2 is 0.082). The followed by fluency (0.077) and lastly by flexibility (0.053).
The contribution of each of the components is highest and the lowest contributors is 0.03(or3%) meaning that if
a teacher is in a hurry to measure creativity; any test on any of these components can be taken as the
performance of general creativity in the subjects studied. Each of the components is good enough to measure
creativity. I.Q significantly predicts each components of creativity.
IV.
DISCUSSION
The cognitive (IQ) father predicted creativity performance in this study. Though in many literatures the contrary
is reported widely but the fact is that the value is very low i.e. 9% (Multiple R2=0.090). the findings of
researchers like Metcalfe (1978), Mckinney and Fornan (1977), Cacha (1976), Ward (1975), Goldberg (1974)
and Williamson (1972) show very low correlation between intelligence and creativity scores in various tests.
Therefore, the result of this study is not out of place. In fact finch’s, et al (1993), on the relationship between
creativity and intelligence among preschoolers, found a significant relationship between the two. Bullerdick
(1985) also asserted that despite the controversy, general intelligence, as measured on a standardized
intelligence test, still provides the best single, reliable predictor of academic aptitude, task commitment and
creativity. Nwazuoke (1996), Moore and Sawyers (1987), Runco and Albert (1986) and Treffinger and Renzulli
(1986) equally emphasized above average in intelligence for creative individual but not necessary being gifted.
V.
CONCLUSION
Creativity as used in this study has five components namely: - Personality, Fluency, originality, flexibility and
creativity motivation. The relative effect of all variables considered in the study on each of the creativity
components (Table2) indicated that the contribution of each of them is almost the same. Intelligence Quotient
(I.Q) is a good predictor of creativity. It is advisable that employers of labor, government and teachers should
look people on task, the teacher or the counselor should administer I.Q test in order to know whether the low
performance can be explained by the student level of intelligence. Each of the creativity components is good
enough to measure creativity among the students measuring that, if a teacher is in a hurry to measure creativity,
any of these components can be taken as the performance on general creativity.
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Cacha FB (1976). Figural Creativity, Personality, IQ and Peer Denominations of pre-adolescent, the gifted child quarterly: 20
Goldberg L (1974). Personality Integration as determinant in the relationship intelligence. Dissertation Abs. Int. 35, 1494-A.
Nwazuoke IA (1989). Correlates of Creativity in High Achieving Nigeria Children. Unpublished Ph.D. thesis, Department of
Guidance and Counseling, University of Ilorin, Nigeria.
Runco M, Albert RS (1986). The threshold theory Regarding Creativity and Intelligence. Creativity child and Adult Quarterly;
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Ward W, (1975). Convergent and Divergent Measurement of Creativity in children Educational and Psychological Measurement;
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Parker, J.P. (1979), the predictive Validity of creativity and intelligence tests administered at age five. Unpublished Dissertation
Abstract International, 39A, 345
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